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ERIC Number: EJ1089048
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1079-0195
Differential Benefits of Attending Supplemental Instruction for Introductory, Large-Section, University U.S. History Courses
Summers, Emily J.; Acee, Taylor W.; Ryser, Gail R.
Journal of College Reading and Learning, v45 n2 p147-163 2015
We investigated students' academic achievement in three high-enrollment, introductory-level history sections at a large, public, Hispanic-serving university. Using a conditional indirect-effects model, we analyzed supplemental instruction (SI) attendance and class absences as predictors of course success, after accounting for sex, ethnicity/race, and SAT/ACT scores. Results suggested a positive direct effect of SI attendance on course success and a negative direct effect of absences. A significant interaction effect between ethnicity/race and SI suggested that Hispanic students reaped stronger benefits from SI than Caucasian students, and that the course achievement gap between these groups was smaller when students attended more hours of SI. Our study contributes new findings to research supporting the effectiveness of SI by examining mediation and moderation effects and controlling for confounding variables.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment; SAT (College Admission Test)
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards